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Methods for Teaching Science as Inquiry

by: Bass, Joel L; Contant, Terry L.; Carin, Arthur A.

Methods for Teaching Science as Inquiry

by: Bass, Joel L; Contant, Terry L.; Carin, Arthur A.

ISBN 13:
9780132353298
ISBN 10:
0132353296
Edition: 10th
Format: Paperback
Copyright: 03/24/2008
Publisher: Pearson

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Summary

Inquiry-based teaching is central to the National Science Education Standards (NSES) and Benchmarks for Scientific Literacy, and research has proven that an inquiry approach to science teaching motivates and engages every type of student. Methods for Teaching Science as Inquiry provides a clear, easy-to-follow approach to inquiry, using the 5-E Learning Cycle model of instruction (Engage, Explore, Explain, Elaborate, Evaluate). This book is derived from Teaching Science as Inquiry, which has become the leading book on the market!

"Messing About in Science": An Introduction	p. 1
Children, Science, and Inquiry: Some Preliminary Questions	p. 2
Constructive Learning	p. 4
An Invitation to Inquiry Science: Leaves	p. 5
Why Should Science Be Taught in Elementary School?	p. 6
Learning to Think and Understand	p. 6
Scientific Literacy	p. 7
Science Education and Natural Concerns	p. 7
Language Literacy and Mathematics Competency	p. 8
Early Science and the NCLB Legislation	p. 8
U.S. Science Education: Where Have We Been, Where Are We Now, Where Are We Going?	p. 10
Where Have We Been in Science Education	p. 10
Where Are We Now in Science Education	p. 10
Where Are We Going in Science Education	p. 11
What Shall We Teach in Science?	p. 12
Conceptual Knowledge and Understanding in Science	p. 13
Abilities to Carry Out Scientific Inquiry	p. 17
Questions for Investigations	p. 18
An Invitation to Inquiry Science: Magnetic Interactions	p. 19
Understandings About the Nature of Science and Scientific Inquiry	p. 21
Science and Technology	p. 23
Teachers and Inquiry	p. 24
Summary	p. 25
Online Professional Development	p. 26
Processes and Strategies for Inquiring	p. 28
Processes of Science	p. 29
Observing	p. 30
Classifying	p. 32
Inferring	p. 34
Measuring	p. 35
Communicating	p. 36
Predicting	p. 39
Hypothesizing	p. 40
Experimenting	p. 41
Types of Investigations	p. 43
Investigation Strategies	p. 43
Types of Investigations	p. 43
Investigating Mealworms: Descriptive, Classificatory, and Experimental Inquiries	p. 45
Mystery Powders: A Descriptive and Classificatory Investigation	p. 47
Germinating Seeds and Growing Plants: A Descriptive and Experimental Inquiry Project	p. 51
Teachers, Children, and Inquiry	p. 56
Summary	p. 57
Online Professional Development	p. 57
Learning Science with Understanding	p. 60
The New View of Learning	p. 62
Constructing Knowledge with Understanding in Science	p. 63
Levels of Understanding	p. 64
Enhancing the Understanding of Science	p. 64
Provide for Access to Prior Knowledge	p. 64
Provide for Transfer of New Knowledge	p. 65
Enhance Knowledge Organization	p. 66
Provide Scaffolding Support	p. 68
Build Learning Communities	p. 69
Children's Alternative Conceptions and Science Learning	p. 70
A Strategy for Conceptual Change: Moon Watching	p. 72
Development, Learning, and Science Teaching	p. 75
Piaget's Theory of Cognitive Development	p. 75
Children's Theories of Floating and Sinking	p. 79
Developmentally Appropriate Science	p. 79
Grade Placement of the Cartesian Diver	p. 81
Summary	p. 83
Online Professional Development	p. 84
Teaching Science for Understanding: The 5-E Model of Instruction	p. 86
Inquiry Instruction	p. 88
Features of Inquiry Instruction	p. 88
Models of Instruction	p. 90
The 5-E Model of Science Instruction	p. 91
Phases of the 5-E Model	p. 91
Teaching Electrical Concepts Through the 5-E Model of Instruction	p. 93
Using the 5-E Model to Sequence Science Activities	p. 101
Guided Discovery, Textbook, and Direct Instruction Approaches to Teaching Science	p. 102
Guided Discovery	p. 102
Direct Instruction	p. 104
A Textbook Approach to Science Teaching	p. 105
Research on the Effectiveness of Different Approaches to Science Instruction	p. 106
Selecting Instructional Approaches for Teaching Science	p. 107
Summary	p. 108
Online Professional Development	p. 109
Planning and Managing Inquiry Instruction	p. 110
Planning Science Lessons	p. 112
Select Science Content to Be Taught and Learned	p. 112
Write Appropriate Objectives	p. 114
Select and Design Lesson Activities	p. 116
Design Assessment Experiences	p. 122
A Lesson Plan on Floating and Sinking	p. 122
Assessment and Evaluation Plan for the Floating and Sinking Lesson	p. 124
Managing Inquiry Instruction and Learning	p. 126
Grouping Students for Learning	p. 127
Safety in the Science Classroom	p. 128
Managing Classroom Behavior	p. 129
Implementing Learning Activities	p. 131
Summary	p. 133
Online Professional Development	p. 134
Assessing Science Learning	p. 136
Assessment and Evaluation	p. 138
Assessment and Inquiry Science	p. 140
Key Question to Guide Assessment in Inquiry Science	p. 140
Diagnostic, Formative, and Summative Assessment	p. 141
Diagnostic Assessment	p. 141
Formative Assessment	p. 141
Summative Assessment	p. 141
Informal, Traditional, and Performance Assessments	p. 142
Informal Assessment	p. 142
Traditional Assessment	p. 142
Performance Assessment	p. 143
Fitting Assessment Methods to Learning Objectives	p. 144
Examples of Informal Assessments	p. 147
Assessing Students' Conceptual Knowledge and Understanding	p. 147
Examples of Performance Assessment Items	p. 154
Using Performance Tasks to Assess Science Knowledge	p. 154
Using Performance Tasks to Assess Science Understanding	p. 154
Assessing Multiple Objectives Through Performance Assessments	p. 165
Examples of Traditional Assessment Items	p. 168
Assessing Science Knowledge with Traditional Items	p. 168
Assessing Understanding with Traditional Items	p. 169
Assessing the Application of Science Processes and Inquiry Procedures with Traditional Items	p. 173
Characteristics of Items on State Tests of Science	p. 175
Science Standards and Statewide Tests	p. 176
Using Released Tests to Help Students Prepare for State Tests	p. 181
Summary	p. 182
Online Professional Development	p. 182
Effective Questioning	p. 184
Questioning: An Essential Tool for Teachers	p. 185
Closed and Open-Ended Questions	p. 186
Questioning to Guide Inquiry Discussions	p. 187
Engage Using Questioning to Initiate Inquiry	p. 188
Explore: Using Questioning to Guide Discussions of Observations	p. 189
Explain: Using Questioning to Guide Discussions of Explanations	p. 191
Elaborate: Questioning to Guide Discussions of Applications to New Situations	p. 193
Responding to Student Ideas	p. 194
Accept Student Responses	p. 194
Extend Student Responses	p. 196
Probe Student Responses	p. 197
Questioning Strategies in the Classroom: Properties of Air in First Grade	p. 198
Some Considerations in Questioning	p. 201
Increase Your Wait-Time	p. 201
Gradually Fade Your Questioning Support	p. 202
Listen to One Another	p. 202
Consider Cultural Implications of Your Questions	p. 203
Remember, We All Need Strokes!	p. 203
Summary	p. 204
Online Professional Development	p. 204
Technology Tools and Resources for Inquiry Science	p. 206
Educational Technology	p. 208
The Internet as a Technology Resource for Inquiry Science	p. 210
Use Internet Images to Engage Students in Inquiry into Volcanoes	p. 210
Use Archived Data on Whale Movements in 5-E Lessons	p. 210
Explore Space Through the Internet	p. 212
Take a Virtual Field Trip	p. 212
Visit Science Exhibits Online	p. 213
Take a Factory Tour via the Internet	p. 213
Use Commercialy Available Multimedia Packages to Enhance Science Inquiry	p. 213
The Great Solar System Rescue: A Simulation for Science Classes	p. 214
Take Your Case to Science Court	p. 214
Explore the Skies with Planetarium Programs	p. 215
Use Virtual Laboratories	p. 215
Use Instructional Software Packages	p. 216
Learn with Computer-Assisted Instruction Packages	p. 216
Explore the World with Global Information Systems	p. 216
Explore the Potential of Digital Cameras and Digital Microscopes	p. 217
Contribute to and Use Computer Databases	p. 217
Contribute to and Use Regional Databases	p. 218
Participate in the GLOBE Project	p. 218
Collect Observational Data on Clouds	p. 219
Use Archived Data to Discover Weather Patterns	p. 219
Use Computer-Based Laboratories to Collect and Process Data	p. 220
Use Spreadsheets to Organize and Analyze Data	p. 221
Communicate Through Multimedia Presentations	p. 222
Managing Educational Technology in the Science Classroom	p. 223
Using Different Arrangements of Computers in Your School	p. 223
Selecting Science Software and Internet Sites	p. 225
Acceptable Use Policies for the Internet	p. 227
Take the Plunge-Join the Information Age	p. 228
Summary	p. 228
Online Professional Development	p. 228
Connecting Science with Other Subjects	p. 230
Connecting Science and Mathematics	p. 232
Quantifying the Real World	p. 233
Organizing and Interpreting Data	p. 236
Using Patterns and Relationships	p. 239
Operating on Numerical Data	p. 240
Connecting Science and Literacy	p. 243
Science and Reading	p. 244
Writing in Science	p. 247
Connecting Science and Social Studies	p. 247
Plan Lessons Around Science/Technology/Society Themes	p. 248
Weather: A Science and Social Studies Lesson for Grade 3	p. 248
A River Ran Wild: A Science and Social Studies Lesson for Grades 3-5	p. 249
The Environment and Native American Culture: A Science/Social Studies Lesson for Upper Grades	p. 250
Summary	p. 250
Online Professional Development	p. 251
Science for All Learners	p. 252
Students with Special Learning Needs	p. 254
Common Standards, Common Assessments, Diverse Pathways	p. 254
Making Modifications for Students with Special Learning Needs	p. 255
Science for Students with Specific Learning Disabilities	p. 255
Science for Students with Mental Retardation	p. 262
Science for Students with Emotional/Behavioral Disorders	p. 262
Science for Students with Visual Impairments	p. 263
Science for Students with Hearing Impairments	p. 264
Science for Gifted and Talented Students	p. 265
Make Real Inclusion a Goal	p. 266
Stimulate Gifted Students by the Way You Teach	p. 266
Science for Students from Linguistically and Culturally Diverse Backgrounds	p. 267
English Language Learners and Inquiry Science	p. 268
Sheltered Instruction and the 5-E Model of Inquiry	p. 269
Students from Culturally Diverse Backgrounds and Inquiry Science	p. 271
Summary	p. 271
Online Professional Development	p. 272
References	p. 273
Appendixes	p. AP-1
Safety Requirements and Suggestions for Elementary and Middle School Inquiry Activities	p. AP-2
Measuring Tools, Measuring Skills	p. AP-4
Selected Sources of Science Supplies, Models, Living Things, Kits, and Software	p. AP-9
Selected Science Education Periodicals for Teachers and Children	p. AP-10
Professional Societies for Teachers of Science, Science Supervisors, and Science Educators	p. AP-11
Contemporary Elementary Science Projects and Programs	p. AP-12
Index	p. IN-1
Table of Contents provided by Ingram. All Rights Reserved.

Amazon no longer offers textbook rentals. We do!

Methods for Teaching Science as Inquiry

Methods for Teaching Science as Inquiry

9780132353298

0132353296

Summary

Table of Contents

Supplemental Materials

Write a Review

Amazon no longer offers textbook rentals. We do!

Methods for Teaching Science as Inquiry

Methods for Teaching Science as Inquiry

9780132353298

0132353296

Summary

Table of Contents

Supplemental Materials

Write a Review

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